AS 91479 Annotated exemplars

An annotated exemplar is an extract of student evidence, with a commentary, to explain key aspects of the standard. These will assist teachers to make assessment judgements at the grade boundaries.

Download all exemplars and commentary [PDF, 542 KB]

TKI English assessment resources (external link)

For Excellence, the student needs to develop an informed and perceptive understanding of language and/or literature using critical texts.

This involves demonstrating understandings that are sophisticated and insightful and/or original.

This student has developed an understanding of Othello, informed by critical texts by AC Bradley, L Rabkin and J Brown, and S Wood. The investigation is framed by a hypothesis about Iago’s motivation, and the synthesis of information underpins the student’s sophisticated understandings about that hypothesis.

Specific details and examples from the critical texts are synthesised (1) and used to inform the student’s own understanding. The student’s commentary on Wood’s viewpoint shows insight into the way a society’s values can undermine relationships (2). The critical viewpoints are summarised, (3) and the comments made about the validity of the student’s own conclusions (4) begin to show a perceptive understanding.

For a more secure Excellence, the student could develop insightful and/or original understandings more consistently.

For Merit, the student needs to develop an informed and convincing understanding of language and/or literature using critical texts.

This involves demonstrating understandings that are discerning.

This student has developed an understanding of how The Hunger Games film version can be interpreted through the critical lens of feminist literary theory, including éctriture feminine, referring to critical texts by Evans and Markaryk. The investigation is framed by a hypothesis about the depiction of the character Katniss, and the synthesis of information underpins the student’s discerning understandings about that hypothesis.

Specific details and information from a feminist theoretical perspective are synthesised (1) and used to inform the student’s own understanding.  A discerning understanding of the text in relation to the critical theory is developed (2). These comments regarding language shaping identity and reinforcing gender perception begin to show insightful understanding. The links made to contemporary and future societal and political contexts are convincing (3).

To reach Excellence, the student could provide further discussion of the link between the theory and the text so that their understandings of The Hunger Games becomes perceptive.

For Merit, the student needs to develop an informed and convincing understanding of language and/or literature using critical texts.

This involves demonstrating understandings that are discerning.

This student has developed an understanding of Othello, informed by critical texts by Adams, Bartels, Garner and Tiffany. The investigation is framed by a hypothesis about Othello’s responsibility for Desdemona’s murder (1), and synthesis of information underpins an understanding that is just sufficiently discerning.

Specific details and examples from the critical texts are selected (2) and synthesised (3). The student expresses their own point of view about the hypothesis, beginning to develop a discerning understanding of it (4).

For a more secure Merit, the student could make a more discerning selection of critical viewpoints so that the commentary develops their own understanding convincingly.

For Achieved, the student needs to develop an informed understanding of language and/or literature using critical texts.

This involves developing a coherent reading, critique, and interpretation which includes judgements, commentary and details and/or examples.

This student has developed an understanding of A Clockwork Orange, informed by critical texts by A Leary and E Tanguay. The investigation is frame by a hypothesis about Nature vs Nurture in relation to the main character, and the synthesis of information underpins the student’s coherent reading, critique and interpretation of that hypothesis.  

The student coherently introduces and summarises two critical perspectives (1) and establishes a personal point of view (2). The student develops their commentary by agreeing with one critical viewpoint and supporting it (3). The evaluation of a contrasting critical perspective with their own point of view begins to be convincing (4).

To reach Merit, the student could develop and relate the points made to a critical viewpoint, so that understandings become discerning.

For Achieved, the student needs to develop an informed understanding of language and/or literature using critical texts.

This involves developing a coherent reading, critique, and interpretation which includes judgements, commentary and details and/or examples.

This student has developed an understanding of Othello, informed by critical texts by AC Bradley, ST Coleridge and F West (1). The investigation is framed by a hypothesis about Iago’s evil nature, and the synthesis of information underpins the student’s understanding about the hypothesis.  

The student synthesises (2) and evaluates (3) three critical points of view and relates them to the hypothesis with sufficient coherence (4), and the three critical perspectives are compared and critiqued (5). The student concludes by reaching a judgement of why Iago was a ‘deliberately evil man’ (6).

For a more secure Achieved, the student could further argue their own point of view regarding the critical viewpoints, and further develop a coherent reading by structuring the discussion chronologically.

For Achieved, the student needs to develop an informed understanding of language and/or literature using critical texts.

This involves developing a coherent reading, critique, and interpretation which includes judgements, commentary and details and/or examples.

This student has framed a hypothesis regarding Katherine Mansfield’s use of a character as a portrayal of the human condition (1). They have begun to develop an informed understanding of literature using critical texts by R Hull and I Meyer. Several critical viewpoints are identified which relate to the hypothesis (2), and evidence from the text is used to support the critical viewpoints (3).

To reach Achieved, the student could develop a coherent reading and critique by articulating personal informed understanding and judgements in relation to the critics’ views, and evaluate the usefulness of critical texts used in the investigation in relation to the hypothesis.